Classroom

Management
Practical Guide – Rob Barnes
 Classroom Management
 “The processes and provisions that are necessary to create and
maintain environments in which teaching and learning can occur”.
(Tauber ,1995)

CM is much more than the set of techniques, strategies, and

procedures that teachers deploy for controlling behaviour.

Brown (1994) asserts that classroom management encompasses an

abundance of factors:
◦ how teachers physically arrange the classroom,
◦ teaching styles and teacher talk,
◦ classroom behaviour,
◦ time allocation and management,
◦ selection and use of materials, lesson planning and methodology.
◦ enhancement of student motivation

Therefore, by understanding some of these variables, teachers can

take important steps towards sharpening their skills.
 10 principles of behaviour
management
 These ideas are practical, but need to be
adapted to different age groups:

What can cause a student to be disruptive?

◦ Wanting to feel important and be noticed

◦ Others find it more fun to be disruptive
◦ Some sts simply dislike being told what to do
◦ Some sts bully others "for a laugh".
◦ Any other?
 Ten Principles
 1. Take centre stage in the classroom, sounding confident and in charge (even if you
don't feel that you are).
 2. Give plenty of praise and encouragement without labelling students as 'brilliant',
'clever' or 'stupid'.
 3. Avoid shouting and nagging, it is not effective, especially with young children.
 4. Avoid confrontation or an argument that you might lose.
 5. When in doubt, always refer to the work and to any systems and habits that you
expect from the class.
 6. Give a difficult student the choice of doing sth now or expect unspecified
consequences later.
 7. Keep the class on your side, even if you ignore a difficult child.
 8. Avoid being so vigilant about minor incidents that you become a repressive and
unrewarding teacher.
 9. Keep up the pace and focus attention on the positive objectives of your teaching
sessions, or students will find ways to disrupt.
 10. Always describe the behaviour that you want ( I need you to...) rather than the
behaviour you are trying to stop.
Relationship between discipline and
learning
 This question in a lesson is crucial.
◦ in a disciplined classroom, it is easier to activate
students in the way the teachers want,
◦ time will be probably spent on- task, rather than
wasted on organisational problems or disruptive
behaviour,
◦ However there are well-disciplined classes in which
little or no learning takes place, simply because the
activities had themselves little learning value.
Demonstrating that you are in charge
 Using statements rather than questions
◦ Can you make less noise, please? … to
◦ We need more concentration and less noise,
please!
 Staying in charge by not overreacting
◦ Unless you take action early, small disruptions
become more ambitious ones, but don’t overreact,
it will escalate the situation unnecessarily.
◦ Avoid confrontation.
◦ Use different tones.
 “I’m talking, you are listening.”
◦ Make eye-contact.
Improving the learning environment
Teachers should...
 value all pupils;
 be inspiring;
 make the curriculum relevant;
 value the learning experiences that students may have had before;
 develop good relationships with students and among students.
 offer a variety of activities and pupil groupings to meet pupil
needs;
 be positive role models for students (no bullying or sarcasm);
 treat pupils equitably;
 offer praise for good or improving behaviour and work;
 be supportive when pupils are experiencing difficulties;
 accept that pupils may become frustrated and offer them
opportunities to regain control of their emotions.
 Learning to keep cool
 Is perfection possible?
◦ There is a world of difference between wanting
to teach well and wanting lessons to be brilliant.
◦ Some things can be improved, but there’s plenty
that is outside your control.
 Move to a prominent position each time you need

to get sts’ attention.

 Sustain classroom presence even to distant

students.
 Learn to persist until you have sts’ attention and

pause ( sing a chant, clap your hands, raise your

hand)
 Some ideas
 Teacher says, “1, 2, 3, eyes on me.” Students'
response, “1, 2, eyes on you.”
 Teacher says, "If you can hear me clap once, if
you hear me clap twice.”
 “Macaroni and cheese……Everybody freeze!”
 "Marco" ……. "Polo.”
 “To infinity” ……….. “and beyond.”
 "All set" ……., "You bet.”
 "Hands on top" ……..“Everybody stop!”
 Routines and teacher-talk
 Establish routines, demonstrate them and
stick to them over a period of weeks.
 Use the “when… then…” pattern. Spell out

what you want.

 Do not give empty threats: warnings are

better than surprise sanctions. Say what you

need, not what you don’t.
 Avoid nagging for self-discipline.
 Use signals or “looks” in key moments to

avoid extended speech.

 Prevention and cure
 Develop a teaching style where you are active rather than passive, determined
rather than patiently tolerant of poor behaviour.
 Classroom rules can be thought of as the “dos” and “don’ts” of the classroom.
 Dealing with misbehaviour:
Distract: remind sts of work target to distract them.
Conduct reminder: refer to behaviour code and their responsibility for conduct.
(you MUST have one!)
Consequences: for not responding to the first two.
(warning, isolation?, lost play or lunchtime?, detention?, see headteacher,
contact parents)

 Do not ignore bad behaviour that could downgrade your authority. (use: ‘you
can...’ But defer it with ‘when…’)
Transform rules into responsibility.
Rule: ‘Remember our rule about looking after our toys?’
Responsibility: ‘If those toys are broken because you are throwing them, you’ll
need to mend them for playtime tomorrow!’
 Classroom rules
 Classroom rules essentially outline the teacher’s expectations
and the consequences for the student who does not meet
them
 Some guidelines for developing and implementing classroom
rules:
 Minimise the number of rules that are essential.
 Clearly state and post the rules.
 State rules positively.
 Involve students in the development of the rules.

 Teach the rules to students.

 Tie the rules to consequences.
 Carefully choose rewards and punishments.
 Be consistent.
Welch and Sheridan (1995: pp.238-239)
 Noise levels, voice tone
 Replace the ‘shhhh…’ by:
◦ Use your whisper voices, please.
◦ Do your talking inside your head.
◦ Eyes, ears and mouth as they are supposed to be,
please!
◦ ‘Fly, fly, little clip, fly, fly to my lips’ (chant)
 Non verbal disturbance:
 ‘Someone is making silly noises and that has to stop!’
 Use coded messages: once you set up a code it
becomes a useful shorthand. ‘2 min’s Bb!!’
 Change tone according to the situation.
 PRAISE, REWARDS AND SANCTIONS
 Praise and reward sts: praise is necessary to
undermine negativity, but behaviour is sts’
responsibility. (Verbally, stickers)
 Describe what you see:

◦ I can see five people who are not working!

◦ I can see Beth has her book open and ready to read!
 Warnings: 3 warning stages:
◦ 1. Write st’s name on board
◦ 2. Tick the name
◦ 3. Send to another teacher??, head, write note to parents.
 Sanctions: missed privileges or a form of community
service. Detentions?? (losing personal freedom)
 Time out?? yes?/no? if so, how?
 Classroom skills
 Setting a task: make your objectives clear, set a deadline or time-limit.
 Involving students:
◦ have rigorous codes about listening
◦ Insist on eye contact
◦ Point to material and check that they are looking and working
◦ Summarize and verify understanding.
◦ Ask questions and pursue answers.
 The skill of explaining:
◦ consider the extent to which you engage sts’ minds.
◦ Make it relevant and engaging
 The skill of questioning:
◦ ask for numerous answers,
◦ ask others if they agree on answer,
◦ ask first, point to sts later,
◦ use open-ended questions (why/ how/what) rather than closed-questions
(who/when/where)
 Practical organization
 Teaching will always be overloaded with initiatives, some
will be achieved, others will cause frustration and stress.
 Having a good or a bad day???
◦ a day in which sts have learned or not.
 Best teaching habits:
◦ Teach with a sense of urgency, YOU set the pace.
◦ Involve sts in explanations, and verify understanding.
◦ Check they are working.
◦ Give sts a quality target in individual, paired or group tasks.
◦ Give plenty of positive feedback.
◦ Do not nag your students.
◦ Good classroom organization: maximize cooperation, sharing,
trust and responsibility.
 TEACHING
 “There are no sacrosanct techniques that
cannot be touched, reworked, adapted to
special situations, and applied to your
particular classroom or your peculiar
circumstances. Indeed, that adaptation
and the ability to change are hallmarks of
good teaching and good teachers.
(Mamchak and Mamchak,1993)
 Useful Videos
 CM techniques for kindergarten and first grade.
◦ https://www.youtube.com/watch?v=Nd5XPEs2PuE

 Cm techniques that makes kids listen:

◦ https://www.youtube.com/watch?v=mtweRPFWyY4&t=81s

 CM for TEFL_ grouping students

◦ https://www.youtube.com/watch?v=cNeUf05FxIk&t=126s

CM for TEFL_ TTT

◦ https://www.youtube.com/watch?v=ZJmtf1ppc-Q